Course Name | Academic Skills in English II |
Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
---|---|---|---|---|---|
ENG 102 | Spring | 2 | 2 | 3 | 4 |
Prerequisites | None | |||||
Course Language | English | |||||
Course Type | Required | |||||
Course Level | First Cycle | |||||
Mode of Delivery | - | |||||
Teaching Methods and Techniques of the Course | ||||||
Course Coordinator | ||||||
Course Lecturer(s) |
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Assistant(s) | - |
Course Objectives | This course aims at preparing students to use academic skills in English. |
Learning Outcomes | The students who succeeded in this course;
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Course Description | ENG 102 is a compulsory course for first year students. ENG 102 focuses on the cognitive skills of listening, reading, writing and speaking. Students' academic listening skills will be improved by listening to important / relevant information from lectures or discussions and reading skills by reading recent academic texts and then using this information to create an output task. Speaking focuses on giving presentations and students get prepared to express their ideas and opinions by speaking persuasively and coherently. The writing component is a consolidation of the speaking activities. |
Related Sustainable Development Goals | |
| Core Courses | |
Major Area Courses | ||
Supportive Courses | ||
Media and Managment Skills Courses | ||
Transferable Skill Courses |
Week | Subjects | Required Materials |
1 | Introduction: Course objectives and assessment / Unıt I: Introduction to research | |
2 | Unit I: Introduction to research | |
3 | Unit I: Introduction to research | - |
4 | Unit I: Introduction to research | Blackboard 1 |
5 | Unit II: Data collection methods | - |
6 | Unit II: Data collection methods & Planning and cue cards for Optional Online Presentations | |
7 | Unit II: Data collection methods & Planning and cue cards for Optional Online Presentations & Catch-up Review | Blackboard 2 |
8 | Unit III: Phony pharmaceuticals | |
9 | Unit III: Phony pharmaceuticals / Planning and cue cards for Online Presentation 1 & Mock Midterm | Blackboard 3 |
10 | Online Presentation 1 | |
11 | Unit IV: Animal Testing | |
12 | Unit IV: Animal Testing | Blackboard 4 |
13 | Unit IV: Animal Testing & Evidence of Learning & End of Unit Test | |
14 | Planning and cue cards and visuals for Online Presentation 2 | |
15 | Online Presentation 2 | |
16 | Final Exam |
Course Notes/Textbooks | Anchor 2 - Reinforcing English Language Skills in an Academic Context by Anita Afacan, Nil Akpınar Wising and Stefan O'grady / Editor: Aynur Yürekli Kaynardağ |
Suggested Readings/Materials | Supplementary material to be prepared when necessary by the course instructors |
Semester Activities | Number | Weigthing |
Participation | 1 | 20 |
Laboratory / Application | ||
Field Work | ||
Quizzes / Studio Critiques | 1 | 10 |
Portfolio | ||
Homework / Assignments | ||
Presentation / Jury | 1 | 20 |
Project | - | - |
Seminar / Workshop | ||
Oral Exam | ||
Midterm | 1 | 20 |
Final Exam | 1 | 30 |
Total |
Weighting of Semester Activities on the Final Grade | 5 | 75 |
Weighting of End-of-Semester Activities on the Final Grade | 1 | 25 |
Total |
Semester Activities | Number | Duration (Hours) | Workload |
---|---|---|---|
Course Hours (Including exam week: 16 x total hours) | 16 | 2 | 32 |
Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | 2 | |
Study Hours Out of Class | 16 | 2 | 32 |
Field Work | |||
Quizzes / Studio Critiques | 1 | 6 | |
Portfolio | |||
Homework / Assignments | |||
Presentation / Jury | 1 | 6 | |
Project | - | - | |
Seminar / Workshop | |||
Oral Exam | |||
Midterms | 1 | 3 | |
Final Exams | 1 | 3 | |
Total | 114 |
# | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
1 | Explain the normal structure and functions of the human body at the molecular, cellular, tissue, organ and system levels, associate them with suggestions, practices and clinical situations (nutrition, exercise, vaccination, mental health, etc.); to protect and improve the health of individuals. | |||||
2 | Describe the mechanisms of diseases at the molecular, cellular, tissue, organ and system levels and make evidence-based decisions by associating them with disease findings, diagnosis and treatment approaches. | |||||
3 | Consider the ethical principles, scientific facts, legal regulations and the biopsychosocial and cultural characteristics of the patient in the medical decision making process. Place importance and respect the autonomy of patients and the confidentiality of patient information, within the framework of the law and the provisions of healthcare application standards. | |||||
4 | Prioritize patient safety to minimize malpractice by carrying out risk assessment, take the necessary precautions, perform the necessary medical practice and record them. | |||||
5 | Communicate healthily, openly and effectively with healthcare workers, patients and their relatives, with the communication structured on empathy and care, trust and constructiveness; while being respectful to language, belief, race and cultural characteristics. | |||||
6 | By bearing in mind the patients’ values, beliefs, priorities, and needs; provide evidence-based options and include them in the decision making process. | |||||
7 | Preserve our planet’s resources and consider its effects on the public and individual’s health, advocate to disseminate healthy lifestyle behaviors and modify factors that affect health adversely. | |||||
8 | Reach current, valid and reliable information effectively using technology. Critically evaluate this information for solving problems in an evidence-based medical decision-making process, bearing in mind prevention, diagnosis, and management of diseases. | |||||
9 | Identify problems, create hypotheses, conduct research and employ teamwork to analyze results for generation and dissemination of health-related scientific knowledge. | |||||
10 | By taking feedback and evaluating their performance, determine the areas and options for improvement and implement them within a plan. | |||||
11 | Care for their own personal health, safety and appearance, take the necessary precautions in order to set an example for their colleagues and society. | |||||
12 | Continuously renew themselves in their medical knowledge by always bearing in mind their commitment to lifelong learning principles. | |||||
13 | Using various communication tools, share their professionally gained knowledge in the field of healthcare, opinions, experiences, and evaluations with institutions, colleagues and the public. Advocate for healthcare and contribute to developing policies to protect and improve it. |
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest